Red Rock Central Public School District #2884
World’s
Best Workforce Plan
Superintendent-Bruce Olson
The 2015-2016 World’s Best Workforce Plan was approved by the
District 2884 School Board in the fall of 2016.
It is discussed and approved by the District Advisory Committee to
inform residents about developments in curriculum, instructional practices,
test data, SMART GOALS, and student learning throughout the district.
District
Advisory Committee
Bruce Olson: Superintendent & K-4 Principal
Ron Kelsey: RRC Board Member
Phil Goetstouwers: 5-12 Building Principal
Leonard Runck: Technology Coordinator/Parent
Kathy Wacker: Preschool Teacher/Parent
Curt Determan: RRC Parent
Lisa Broughton: RRC Parent
Craig Myers: RRC Parent
Brett Baumann: RRC Parent
Deb Pack: Paraprofessional
Trevor Pederson: Student Body President
District Advisory Committee met and approved plan on 9/18/2016
Mission
& Vision
“Red Rock Central’s mission and vision is to offer
high-quality education in a dynamic, supportive learning environment and help
all learners develop the knowledge, skills & attitude necessary to lead
healthy, productive, fulfilling & socially responsible lives in a diverse
and changing world.”
Overview
US
News & World Report has
ranked Red Rock Central Secondary as one of America’s Best Schools and have received Silver and Bronze recognition for the last 8
years!
Minnesota
Department of Education has Red Rock Central Elementary designated as a REWARD
school for growth and proficiency.
The
U of M Humphrey Institute recognized RRC as “1 of 10 Best Prepared High Schools for
College in rural MN”!
Standard
and Poor’s rated the elementary as a “Top Performing School in MN”!
MinnCan
rated RRC
in Minnesota’s top 10 Best Schools!
Only
Digital
Fabrication Laboratory (FABLAB) in
SW MN and smallest school in US to have one!
1 to 1 iniative: iPads K-2 and Microsoft Surface
Tablets in preK and grades 3-12!
We
offer concurrent enrollment, which means students have the opportunity to take college
level classes for college credit. We
also offer Advanced Placement® course work and exams as well. The AP®
participation rate at Red Rock Central Secondary is 47 percent. Last year, 6 of 10 students who took the AP
Statistics exam received a 3 or higher, which allows the possibility to receive
college credit for the course.
Red Rock Central Elementary K-4
100 6th
Avenue East
Lamberton, MN 56152
Principal-
Bruce Olson olsonb@rrcnet.org
·
Accelerated Reader, Love to Read Month, Dental
Health Awareness, Nutrition Education Program, Fire Prevention Week, Read
Naturally
·
Small class sizes with
individual attention
·
Approximately 13 students per teacher
ratio
·
Each student Pre-K thru 4 has their
own Microsoft Surface tablet or Mini
iPad
·
4-6 basketball, K-6 youth wrestling, Plum
Creek Soccer League, 4-6 youth football, Student Council
·
3+ yearly Lyceums focusing on
childhood issues and character development
·
Integration days with
neighboring schools
Red Rock Central Middle School and High School 5-12
100 6th Avenue East
Lamberton, MN 56152
Principal-
Phil Goetstouwers goet@rrcnet.org
·
Composition (4), College Speech (3) College Algebra (3), AP
Geography & AP Statistics (3-4), College Literature(3), Auto shop (3)
·
Online JMC System for grades, schedules, lunch accounts, and
attendance
·
Each student grades 5-12 has their own Microsoft
Surface tablet
·
Digital Fabrication Laboratory,
Automotive, Cisco Networking, AutoCAD, Occupational Training, RRCNET, Welding,
Woodshop, Graphic Design
·
Football, Volleyball, Boys & Girls
Basketball, Wrestling, Baseball, Softball, Gymnastics, Boys & Girls Golf,
Track
·
National Honor Society, FCCLA, FFA,
Annual Staff, Student Council, Knowledge bowl
·
Band, Choir, Fall Musical, One Act Play,
Spring Play
DISTRICT GOALS
Goal 1: All Students
Ready for Kindergarten
Goal 2: All Students in Third Grade Achieving Grade-Level Literacy
Goal 3: Closing Achievement Gap
Goal 4: All Students Career and College Ready by Graduation
Goal 5: All Students Graduate
Goal 1: All Students Ready for Kindergarten
Discovery Garden Preschool
Families in
our district are provided an opportunity to participate in the “Discovery
Gardens” preschool program in Lamberton. The district also offers Early Childhood
Special Education Services.
Our goal is to have 100% of our
students have the necessary skills to enter kindergarten in the following school
year. To accomplish this, our Discovery Gardens preschool program, our ECFE
program, and our School Readiness program provide the needed services to
prepare our students for kindergarten.
·
RRC offers a
preschool class for children who are 3-4 years old
o
Consists of 5
hours per week
·
We also offer a
pre-k class for children who are 4-5 years old
o
These classes are
full school days, twice a week
We implement
effective pre-school screenings and provide necessary support services to
families Early Childhood Special Education (ECSE) or interventions for families
to achieve school readiness.
We use Core
Knowledge Assessments in addition to our own progress assessments throughout
the school year to ensure school readiness.
We also use the Minnesota Early Childhood Indicators of Progress, which is intertwined into the daily lessons and hand on experiences provided within the classroom.
We also use Core Knowledge
Curriculum and are part of the Reading Program that grades K-2 uses. We also incorporate (ECSE) into our general
education classroom.
A progress report is used to
maintain and collect specific data related to kindergarten readiness. This data
is collected in the fall upon
entrance and again in spring prior to exit.
After the collection process
is complete at the end of the year, a collaborative approach is used to
determine the school readiness for each potential kindergarten student.
All students are eligible
to advance to kindergarten, but we use two main criteria to determine if they
are kindergarten ready:
1.
Academically: (i.e., screenings, assessments and work
samples)
2.
Maturity
(i.e., working in groups and fine motor skills)
Results at the end of 2015-2016
school year:
·
In Jeffers, 11 students were assessed as kindergarten
ready at RRC under both criteria.
o 8 went to
kindergarten
o 0 retained
o 3 started
kindergarten in another district
·
In Lamberton, 11 students were assessed as
kindergarten ready under both criteria.
o All 11 went
to kindergarten
o 0 retained
·
7 ECSE students were assessed as kindergarten ready
under both criteria.
o 4 went to
kindergarten
o 2 were
retained
o 1 moved
Goal 2: All
Students in Third Grade Achieving Grade-Level Literacy
District 2884,
Red Rock Central Elementary Public School
Local
Literacy plan
Approved May 18,
2016 by Red Rock Central’s Board of Education
The purpose of this literacy plan is to ensure that ALL students
will achieve grade-level proficiency and read well by Grade 3.
Literacy Plan Summary:
Our district is currently using Superkids,
a comprehensive core reading and language arts program, to teach reading in Kindergarten
through grade 2. The program is based on
scientific research that validates that phonics-based instruction is the best
way to teach children to read. The goal
of the Superkids Reading Program is to produce
skillful, confident readers and writers.
Each level of the program provides the systematic phonics-based reading
instruction that children need and the engaging fiction and nonfiction reading
material they love. Reading is taught
with spelling and writing so children can express their own ideas in stories,
reports, letters, and more. Included in this program are components for guided
reading, read aloud, shared reading and independent reading. Each classroom has purchased the Superkids Reading library for their grade level. Our district will be using the reading series
Reading Wonders to teach grades 3-6.
Reading Wonders is a basal reading program. Included in this program are
components for guided reading, read aloud, shared reading, leveled reading and
independent reading. To enhance this
curriculum, our district has an elementary library with a variety of fiction
and nonfiction reading materials, covering a wide range of reading levels. Each classroom also has their own reading
center where students can enjoy books and other resources selected by their
classroom teacher. All K-3 students
receive classroom reading instruction for a minimum of 90 minutes each
day. The district uses Accelerated
Reader (AR), which is a computerized program that tests basic reading comprehension. Students select books from their reading
level, read independently and take an independent comprehension test on the
computer. Each book is worth a certain
number of points based on its length and reading level.
All students in grades K-2 are given the Measures of Academic
Progress (MAP) screening/benchmarking assessment three times throughout the
course of the year in fall, winter, and spring.
Using this data along with data from the Standardized Test for the
Assessment of Reading (STAR), local checklists and teacher observations, struggling
and at-risk students are identified and referred for interventions. Specific interventions are based on further
assessments, and the interventions are implemented through the collaborative
efforts of the classroom teacher and other specialists. Progress is monitored
regularly and if the intervention selected is not working, another intervention
is selected and implemented. Students
not responding to these interventions are referred for special education
services. Parents are kept informed of
their child’s progress.
The goal of the Red Rock Central district is to ensure that all
learners successfully achieve the Minnesota K-12 Academic Standards in English
Language Arts (2010) for their grade level.
The standards are aligned with the district’s curriculum to ensure that
the standards are taught within the time available.
Specific information is included in the K-3 Literacy Plan that
follows this summary. For those who are
interested in learning more about Red Rock Central’s literacy program, please
contact: Mr. Olson at 752-7361 or olsonb@rrcnet.org.
Literacy
Plan Goals and Objectives:
Overarching
Goal: All
students will read at grade-level by Grade 3 as determined by the Reading
Minnesota Comprehensive Assessments (MCA-IIIs).
Objectives:
Each year
educators will review and disaggregate, or separate, reading data at grade
levels K, 1, 2, & 3. Proficiency,
growth and trend data will be analyzed and used to set specific learning
targets for each child and for each grade level of students. Pre-K data will be accessed and utilized,
when available.
The Q-Comp
Professional Learning Communities review, annually, the effectiveness of
current instructional practices including core instruction, differentiation,
remediation and intervention.
Curriculum
resources will be aligned to the most current standards.
Formative
assessments will be used to modify instruction and to identify students who are
not on pace to meet proficiency.
Students not on track will follow the local intervention plan.
Professional
Learning Communities will analyze the effectiveness of current literacy
practices. Special attention will be
paid to closing the achievement gaps.
Best practices will be shared.
Process
of Assessment:
The Title
1 Teacher will administer the screening and diagnostic assessments listed
below.
Measures
of Academic Progress (MAP) and MAP for Primary Grades are used as benchmark
assessments. They are adaptive and
sequential tests used to measure student growth. The 2011 NWEA RIT Scale Norms provide growth
and status norms in the following content areas: Reading, Mathematics, General Science, and
Science Concepts and Processes. The RIT scores for each grade level in Reading
are listed in the following chart:
2011 Reading Status Norms (RIT
Values) |
|||
Grade |
Beginning-of-Year Mean |
Middle-of-Year Mean |
End-of-Year Mean |
K |
142.5 |
151.0 |
157.7 |
1 |
160.3 |
170.7 |
176.9 |
2 |
175.9 |
183.6 |
189.6 |
Students who do not meet the target score as listed above will be
referred to Title I to work on specific skill deficit(s) using research-based
assessments. Entrance criteria are based on a triangulation of assessment data
with classroom teacher input.
Based on these diagnostic assessments, Measures of Academic Progress
(MAP), and
Standardized Test for the Assessment of Reading (STAR), instruction and
interventions will be matched to the student’s needs in one or more of the five
pillars of reading (phonemic awareness, phonics, fluency, vocabulary, and
comprehension). Progress monitoring data will be collected and analyzed on a continuing
basis.
Based on Best Practices students will receive
differing levels of support. The first
level of support occurs in the classroom with 90 minutes of core instruction
delivered by the classroom teacher using the district’s reading curriculum that
is aligned with the 2010 English Language Arts Standards. Research-based reading instruction will
address the 5 strands of reading (phonemic awareness, phonics, fluency,
vocabulary, and comprehension). Teachers
differentiate instruction according to the needs of their diverse
learners.
Based on screening and diagnostic assessments,
the second level of support identifies students not meeting grade-level targets
who are, then, provided supplemental reading interventions according to their
skill deficit(s). This level of support
will be provided by Title I.
Students not responding well to the
interventions provided at the second level are referred to Special Education.
Parent Communication
and Involvement:
The district will share the state-identified grade-level standards
and how their child is progressing toward meeting these standards at
conferences. Information shared will
include the core literacy instructional practices and the intervention supports
that are used with students who are not on track to achieve benchmark targets
that reflect grade-level content standards.
Parents will continue to be
informed of their child’s progress through quarterly report cards. A list of potential supports that the parents
can use to assist the child in achieving grade-level proficiency will be
provided to the parent.
Red Rock Central encourages parents to be involved in the literacy
development for children PreK-3. The opportunities we provide for parents
include:
·
Screening benchmark
assessment data shared at conferences
·
Title I parent compact
agreement
·
Title I parent
night/advisory meetings
·
Title I newsletter
·
Parent/classroom
newsletters
·
Home School Connect for
Accelerated Reader (AR)
·
I Love to Read month
activities
·
School website
·
Preschool/Kindergarten
family and school collaboration
·
Early Childhood Family
Education (ECFE)
·
Head Start
The following are resources and tools for parents, caregivers,
and/or community members to use in support of literacy practices at home:
www.spellingcity.com- Spelling, Writing, Parts of Speech, Alphabetical Order
www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspz
www.softschools.com - games and worksheets
www.abcya.com- games for primary grades K-5
www.funbrain.com- games
www.tutpup.com- compete with kids from all over the world in games
www.apples4theteacher.com- games, quizzes, worksheets, and articles
www.squiglysplayhouse.com- games, brainteasers and much more
www.schoolfamily.com- parent resources and articles
www.internet4classrooms.com- parents resources with great links for students
www.pbskids.org- pbs
characters and games to play
www.pbsparetns.org- articles about child development, food and fitness,
education and more
www.https://hosted74.renlearn.com/234508/homeconnect/- AR
www.plumcreeklibrary.org- local library in Lamberton
https://teachers.rowlandreading.org/parents/login.aspx -Superkids Reading Program
for parents and students
There are several IPAD apps that are available to parents
also. Parents are able to go to the Red
Rock Central homepage and click on a link that will give IPAD apps for
education. There is also a link for
computer sites.
Scientifically-Based
Reading Instruction:
The scientifically-based reading curriculum Red Rock Central
Elementary uses is Superkids (K-2) and Reading
Wonders (3-6) which is fully aligned for Common Core State standards and the
Minnesota Academic Standards in English Language Arts (2010). Instruction is differentiated.
Professional Development:
Red Rock Central Professional Development is provided through:
At the beginning of the school year data will be disaggregated and
analyzed in PLCs that will then create SMART student goals and plan Professional
Development activities designed to address the needs identified by the
data. PLCs will provide regular
opportunities to improve reading instruction in the five reading areas
(phonemic awareness, phonics, fluency, vocabulary, and comprehension).
SEE TEMPLATE (excel document) FROM MD
Stakeholder feedback:
1.
Was the Local Literacy
Plan easy to find?
2.
Is this document
useful?
3.
Are the reading
strategy links helpful for working with your child?
4.
Did you feel supported
by the school district to help your child read well by 3rd grade?
Goal 3: Closing Achievement Gap
DISTRICT SPECIFIC ACHIEVEMENT AND INTEGRATION
GOAL:
1) Reduce Achievement Gap
DISTRICT SMART GOALS:
1) The percentage of students who are
proficient in reading will increase from 66.2% in 2013 to 83.1% for all
students in 2017.
DISTRICT STRATEGIES FOR ACCOMPLISHING GOALS:
Reduce Achievement Gap
A)
RESEARCH BASED INTERVENTIONS: Provide a reading intervention based
program to be conducted throughout the school year by a fully licensed teacher
who specializes in reading strategies and interventions. This small group intervention program will
serve students who are struggling to understand reading concepts and will
utilize research based response to intervention strategies supported by the
“Reading Wonders” curriculum. The Reading Wonders curriculum is based on Common
Core State Standards These interventions will utilize the “Wonder Works”
Intervention strategies contained in this series. Targeted classes will be K
through 6th grade.
B)
RESEARCH BASED INTERVENTIONS: Utilization of learnpad
and Surface tablets to enhance classroom instruction, through the use of small
group/individual integrated applications, in order to provide additional
individualized learning opportunities for students. Integrated technology that utilizes research
driven content such as reading eggs, study island, or curriculum enhancements
(in our school reading program) have produced positive results according to the
2012 John Hopkins research “Effects of Educational Technology Applications on Reading Outcomes for
Struggling Readers.”
EVALUATION PLAN:
A)
Proficiency growth on MCA’s will be kept for all students
participating in the Red Rock Central School District. Tracking comparisons for
Non Free and Reduced and Free and Reduced will be compared on a yearly basis to
determine the effectiveness of our interventions
B) FAST (Formative Assessment System for
Teachers) benchmark data will be collected at the beginning of the year with
growth benchmarking completed at the end of each quarter.
C) Longitudinal FAST growth data will be
analyzed for all groups utilizing Learnpads and
Surface tablets to determine strategy effectiveness.
INDICATORS OF SUCCESS:
Proficiency Increases in Reading
|
|
|
|
|
|
|
|
|
Student
Group |
Baseline 2013 |
2015 Target |
2015 RESULTS |
2016 Target |
2016 RESULTS |
2017 Target |
2017 RESULTS |
Increase Target |
All
Students |
66.7% |
71.8% |
65.9% (-.8%) |
77.4% |
72.8% (6.1%) |
83.1% |
|
16.4% |
FRP
Students |
59.1% |
64.8% |
61.1% (2%) |
71.8% |
66.3% (7%) |
78.8% |
|
19.7% |
Non FRP
Students |
71.9% |
76.7% |
69.4% (-2.5%) |
81.3% |
77.3% (5.4%) |
85.9% |
|
14.0% |
Gap
Decrease in Reading Proficiency |
|
|
|
|||||
Student
Group |
Baseline 2013 |
2015 Target |
2015 RESULTS |
2016 Target |
2016 RESULTS |
2017 Target |
2017 RESULTS |
Decrease Target |
Achievement
Gap |
8.4% |
7% |
4.8% |
5.54% |
6.5% |
4.3% |
|
4.2% |
FRP
Students |
59.1% |
64.8% |
61.1% |
71.8% |
66.3% |
78.8% |
|
21.1% |
Non FRP Students |
71.9% |
76.7% |
69.4% |
81.3% |
77.3% |
85.9% |
|
13.9% |
SUMMARY OF COLLABORATIVE GOALS:
1) Increase Racial and Economic Integration among Students
2) Increase College and Career Readiness of Underrepresented
Students
COLLABORATIVE SMART GOALS:
1) 50% of Southwest Integration
Collaborative students taking the ACT exam will participate in inter-district
ACT preparation courses as measured by
course attendance and ACT exam rosters during the 2016-2017 school year.
2) Southwest Integration Collaborative students
participating in the ACT prep course will
increase the district average ACT
composite score by 1 point over 2012-2013 scores
with underrepresented sub groups attaining the same average increase by the
end of the three year plan cycle.
STRATEGIES FOR ACCOMPLISHING GOALS:
Increase racial and economic integration among students
1) COLLEGE
CAREER READINESS FOR UNDERSERVED STUDENTS:
Two inter-district ACT preparation courses per year will held at Marshall
High School in the areas of Math, English, Math, Reading, and Science for all
collaborative students intending on taking the ACT exam.
2) RESEARCH
BASED INTERVENTIONS: Environmental Science Camp – Environmental Science Camp
will be offered for three days in April. The fifth graders of our Collaborative
have the opportunity to travel to northern Minnesota where they stay together
stay at a camp facility on Lake Carlos.
This camp brings students from many cultures together and engages them
in hands on learning. Environmental
Science camp has structured, objective based lessons that align with Minnesota
standards (see submitted handout). Transportation and all camp costs are
provided to all students. Staff and
parents are involved in the programming and supervision during this camp. This strategy fulfills the requirement to
receive incentive revenue.
Increase college and career readiness of underrepresented students
1) COLLEGE
CAREER READINESS FOR UNDERSERVED STUDENTS Two inter-district ACT preparation
courses per year will held at Marshall High School in the areas of Math,
English, Math, Reading, and Science for all collaborative students intending on
taking the ACT exam.
2) COLLEGE CAREER READINESS FOR UNDERSERVED
STUDENTS: To increase awareness and encourage participation, Southwest
Integration Collaborative schools will show the MDE Dual Enrollment video to
all 10th and 11th grade students’ prior registration each
year of the plan cycle.
EVALUATION PLAN:
1) Each member district will establish
baseline data and annually track participation as well as effect on ACT scores.
2) Each member district will maintain
desegregated data to determine the impact of the prep coursework amongst participating and non-participating
students.
3) Each member district will maintain
participation data that will track the number of underrepresented students participating
in prep coursework as well as the number of
underrepresented student taking that ACT.
4) Each member will maintain longitudinal
ACT result data that will be annually reported to the Collaborative Coordinator.
INDICATORS OF SUCCESS:
1) Annual increase in the percentage of
students participating in ACT preparation courses.
2) Annual progression increase towards the
goal of 50% of collaborative student taking the ACT exam participating in inter-district ACT prep courses.
3) Annual progression towards achieving an
increase of district average ACT composite scores by 1 point over 2012-2013 scores with underrepresented sub groups attaining the same average
increase by the end of the three year plan cycle.
4) Annual increase, throughout the plan
cycle, of enrollment in college preparation courses within individual district
high schools.
Creating Efficiencies and Eliminating
Duplicative Programs:
Members of
the Southwest Integration Collaborative share in the responsibility of the
costs to operate the inter district integration and achievement collaborative
as approved by the joint powers committee.
Each member district receives 100% of integration and achievement
funding and remits payment to the Collaborative Fiscal Host (Westbrook-Walnut
Grove) for invoiced expenses incurred by the collaborative. Collaborative expenses are determined based
upon student count ratios.
The
strategies identified in the collaborative plan have created efficiencies
amongst collaborative member by creating one central opportunity for all
schools to attend in order to prepare their students for the ACT, eliminated
the need for individual schools to pay for separate instructors and materials,
and allows for the use of experiences and highly qualified staff throughout the
districts to provide the highest quality experience possible for students.
Community Input:
The
collaborative plan is developed by the multi-district planning committee and is
reflective of individual district’s integration and achievement goals. Each district of the Southwest Collaborative,
as part of their community reporting and feedback meetings, will provide the
collaborative plan and assessment results to their communities in order to provide
transparency of process, information, and also to seek further input for future
plans and budgets.
Results:
Red Rock Central |
|||||||
Grad Year |
Total Tested |
English |
Mathematics |
Reading |
Science |
Composite |
Prep Class Participants |
2013 |
16 |
22.3 |
23.4 |
24.3 |
22.4 |
23.1 |
0 |
2014 |
20 |
20.5 |
21.8 |
22.6 |
22.8 |
22.1 |
0 |
2015 |
17 |
22.3 |
23.6 |
23.9 |
23.4 |
23.5 |
0 |
2016 |
35 |
18.5 |
20.9 |
20.5 |
20.7 |
20.3 |
35 |
2017 |
|
|
|
|
|
|
33 |
Goal 4: All Students Career and College Ready by
Graduation
It is our goal to have all students be career and college ready by the time they graduate.
We will accomplish this goal by means
of:
·
Develop an individual career and college plan
for each student in grades 9-12 and provide support throughout their high
school career
·
Require Lifesmarts
and Personal Finance classes as part of graduation requirements, which extensively
explores colleges and careers
·
Incorporate Minnesota Careers and Information
System (MCIS) as part of our 9th grade social studies curriculum
·
Implement effective research-based strategies
listed under previous goals
·
Use local and state standards on assessments
to determine proficiency and career and college readiness
·
Disaggregate the data for individuals, grades
tested and grade cohorts and use Multiple Measurement Ratings to determine
growth
·
Offer classes for college credit
o
Concurrent Enrollment classes
o
Advance Placement classes
o
Articulated Agreement classes
·
Have effective Professional Learning
Communities (PLC’s) through Q-comp
·
Evaluate teachers and principals annually
·
Offer two inter-district ACT
preparation courses per year at Marshall High School in the areas of Math,
English, Math, Reading, and Science for all collaborative students intending on
taking the ACT exam
·
Show the MDE Dual Enrollment video to
all 10th and 11th grade students’ prior registration each
year of the cycle
ASSESSMENTS RESULTS
Red Rock Central is consistently one of the highest, if not
the highest, performing school in ALL assessments in SW Minnesota!!!
Goals:
1) To
improve our proficiency scores by 1%, but at the very least, maintain our high
proficiency scores.
2) To
remain a top performing school in SW Minnesota!!!
2016 District Reading
Proficiency
Red Rock Central School
District 2011-2016 MCA Proficient %
2011-2016 Math Proficiency
We continue to strive to be above the state average by at
least 8% in math proficiency.
2010-2012 MCA-II Reading Proficiency
& 2013-2016 MCA-III
We continue to strive to be above the state average by at least
6% in reading proficiency.
2012-2015
Science MCA-III All Grades vs Statewide
RRC MCA Science Trends
Composite ACT Scores
Goal: We strive
to be above the state average by at least 1 composite point in ACT Composite
scores in addition to having the highest composite ACT scores in southwest
Minnesota.
ACT Test Results since 2007
Total Tested |
English |
English |
Math |
Math |
Reading |
Reading |
Science |
Science |
Composite |
Composite |
||
Grad Year |
RRC |
State |
RRC |
State |
RRC |
State |
RRC |
State |
RRC |
State |
RRC |
State |
2007 |
21 |
43534 |
21.5 |
21.8 |
22.6 |
22.5 |
23.1 |
22.8 |
22.1 |
22.5 |
22.5 |
22.5 |
2008 |
25 |
44863 |
21.4 |
21.9 |
23.1 |
22.6 |
21.9 |
23 |
22.3 |
22.5 |
22.3 |
22.6 |
2009 |
16 |
43642 |
23.8 |
22 |
24.8 |
22.7 |
24.4 |
23.1 |
22.4 |
22.6 |
23.9 |
22.7 |
2010 |
23 |
44323 |
22 |
22.3 |
23.3 |
22.9 |
23.6 |
23.2 |
23.2 |
22.8 |
23.2 |
22.9 |
2011 |
19 |
44952 |
21.5 |
22.3 |
24.5 |
23 |
24.1 |
22.9 |
23.8 |
22.8 |
23.6 |
22.9 |
2012 |
18 |
44977 |
21.2 |
22.1 |
23.7 |
23 |
22.4 |
22.9 |
23.4 |
22.7 |
22.8 |
22.8 |
2013 |
16 |
44676 |
22.3 |
22.2 |
23.4 |
23.1 |
24.3 |
23.1 |
22.4 |
22.9 |
23.1 |
23 |
2014 |
20 |
45305 |
20.5 |
22.1 |
21.8 |
23 |
22.6 |
23.1 |
22.8 |
22.9 |
22.1 |
22.9 |
2015 |
17 |
46,862 |
22.3 |
21.8 |
23.6 |
22.8 |
23.9 |
23 |
23.4 |
22.7 |
23.5 |
22.7 |
2016 |
35 |
64,145 |
18.5 |
20 |
20.9 |
21.2 |
20.5 |
21.3 |
20.7 |
21.3 |
20.3 |
21.1 |
ACT Composite
Scores
AP SCORES:
% of STUDENTS SCORED 3+
AP Statistics was offered every year while AP Geography was only offered
every other year starting in 2011.
We strive to have a higher percentage of students scoring at least a 3 on
their AP Statistics exams compared to the state and nation.
AP Statistics: Last year, 6 out of 10 students scored a 3 or higher. This year, 8 students are taking AP
Stats. Our goal is always 100% of
students scoring a 3 or higher, but our SMART goal is listed as 6 out of 8
students scoring 3 or higher.
AP Geography: In 2011, RRC’s mean score for Human Geography
was 2.00. In 2013, RRC’s mean score for
Human Geography increased to 2.42. In
2015, RRC’s mean score for Human Geography was 2.333. 6 out of 12 students scored a 3 or higher,
which equals 50% of the students who took a test, which is a significant
improvement from 33% in 2013 and 25% in 2011.
This year, 22 students are enrolled.
Our goal is 2.5
for a mean score and 51% of students receiving a 3 or higher.
Classes Offered for College Credit at RRC
Our goal is for at least ½ of the graduating class to take a minimum of
one of the classes listed below.
Concurrent Enrollment
·
Composition: Technical Writing (4 college
credits)
·
Composition: Speech (4 college credits)
·
College Algebra (3 college credits)
·
College Literature(3 college credits)
Advanced Placement
·
AP Human Geography: alternating years (3-4
college credits)
·
AP Statistics (3-4 college credits)
Articulated
Agreement
·
Automotive
Class (up to 13 college credits) depending on college
o
MN-West
Community and Technical College
o
Ridgewater Community and
Technical College
o
Riverland Community
College
o
Rochester
Community and Technical College
o
South Central
Community and Technical College
·
Potential
credits for:
o
Introduction to
Automotive Technology
o
Basic Engine
Performance
o
Brakes
o
Starting &
Charging Systems
o
Basic
Electrical
Q-Comp
·
A quality compensation program and professional development for teachers
·
Staff meets weekly in Q-Comp cluster groups also known as Professional
Learning Communities (PLC’s)
·
Teacher Leaders share teaching strategies in cluster groups
·
Effective, research-based teaching and learning strategies are shared and
implemented across curricula
·
Our goal is to improve student academic achievement through data-driven
decision making and professional development
STEPS TO
IDENTIFY Q-COMP GOALS
In identifying, creating and implementing district and building goals, we
follow these steps:
Step 1: We review existing district goals, including
supporting district and state data as well as the district educational
improvement plan and other plans (e.g., Title I, staff development).
Step 2: We review schoolwide results for all state
accountability tests (MCA, MTAS, MOD) for All
Students in reading, mathematics and science as well as other schoolwide
standardized academic achievement tests.
Step 3: Based on the data review, we determine the
academic content area focus and select a standardized assessment for the
content identified.
Step 4: We select a measure of achievement defined by
the standardized assessment and collect trend data.
Step 5: We identify the amount of reasonable increase
within the goal period.
Step 6: We create a schoolwide student academic
achievement SMART goal
In the
2015-2016 school year, our Q-Comp goals included:
Lamberton Building student academic achievement SMART
Q-Comp Goal:
Goal: The percentage of all students enrolled October 1 in
grades 5, 8 and 10 at Red Rock Central School who earn an achievement level of
proficiency on the standards on the Science MCA will increase from 62.8% in
2015 to 63.8% in 2016.
Results: We exceeded our goal and had 67 students out
of 95 = 70.5% meet or exceed standards!
Jeffers
Building student academic achievement SMART Q-Comp Goal:
Goal: Red Rock Central Elementary
Students (Jeffers Campus) in grades 2 and 4 will raise their grade mean on the
NWEA Science test by 1.0 points from fall 2015 to spring 2016. This will
support the Red Rock Central High School in achieving their Science site goal.
Result: Exceeded our goal.
2016-2017
Q-COMP GOALS
RRC
Building student academic achievement SMART Q-Comp Goal:
The percentage of all students enrolled October 1 in grades
5, 8, and 10 at Red Rock Central School who earn an achievement level of
proficiency on the standards on the Science MCA will increase from 70.5% in 2016 to 71.5% in 2017.
MULTIPLE MEASUREMENT RATING
Red Rock Central elementary
This school is currently designated
as a REWARD school with an MMR of 73.74%.
Red Rock Central Secondary
Multiple Measurement Domain Summary
PRINCIPAL EVALUATION
Goal
:
Ensure a high
performing workforce by incorporating continuous improvement at all levels of
the organization.
Improvement Objectives:
Implementation of the State
Requirements for Principal Evaluation.
· Aligned with Minnesota K-12 Principal
Competencies
· School as a Learning Community
· Recognize the importance of a
principal’s role in improving the culture of learning and connecting academic,
social, emotional, and developmental growth for all students
· Indicators of student growth will
include standardized test data to meet accountability requirements
· Evaluation Process is to provide
feedback to promote a high level of performance and support their personal and
professional growth
· Support district continuous progress
and connected to our school district improvement goals
· Align building and district goals
with the vision of the school district and community
· Principal
Evaluation occurs annually
TEACHER
EVALUATION
The goal of RRC’s teacher
evaluation system is to articulate expectations, assess performance in the
instructional domain, and provide support for the development of high
performing teachers capable of delivering outstanding education that improves
the quality of teaching and learning.
Instruction is improved through self-assessment and reflection,
individual and Q-comp cluster group goal setting and peer observations.
According
to MN Statute 122A.40, Subd. 8, this is our teacher
development and evaluation plan for Red Rock Central School District #2884,
which was jointly agreed on by the local School Board and teachers union.
1) Probationary teachers will
be evaluated at least three times periodically throughout each school year and
the first evaluation will occur within the first 90 days of teaching service.
2) The annual evaluation
process will consist of a three-year professional review cycle for each
teacher, which includes:
a. Sixty-Five percent of
three-year review includes:
i.
Individual Growth and Development Plan completed at beginning of each
year
ii. Annual peer observations
iii. Annual self-rating regarding
longitudinal data on student engagement utilizing the student survey
iv. One summative evaluation
performed by a qualified and trained evaluator such as a school administrator
b. Thirty-five percent of
three-year review includes:
i.
Annual growth data from assessments that are valid, reliable and
aligned to state and local academic standards and measures of student growth
ii. Teachers will use the
curriculum’s standards in their own field to set their own goal to measure this
35%
3) The evaluations will be
based on professional teaching standards.
4) Red Rock Central’s annual
evaluation process will coordinate staff development activities with this
evaluation process and teachers’ evaluation outcomes.
5) The school district may set
aside time during the school year for teacher collaboration.
6) Mentoring programs may exist
in the district.
7) Teachers will have an option
to develop and present a portfolio demonstrating evidence of reflection and
professional growth, and include teachers’ own performance assessment based on
student work samples and examples of teacher’s work as written in statute, but
parameters will need to be approved by administration.
8) At the beginning of each
year, each teacher will complete their own individual growth and development
plan.
9) Teachers will reflect, evaluate, and rate oneself annually using Charlotte
Danielson’s Component 3C: Engaging Students in Learning using all four elements
listed and utilizing the student survey.
10) Licensed, qualified and
trained, school administrators will perform summative evaluations.
11) Support will be given to
teachers not meeting professional teaching standards, which includes a teacher
improvement process with established goals and timelines.
12) A teacher will be
disciplined if the individual fails to make adequate progress in the teacher
improvement process under clause (11).
Discipline may include a last chance warning, termination, discharge,
nonrenewal, transfer to a different position, a leave of absence, or other
discipline a school administrator determines is appropriate.
Goal
5: All Students Graduate
Our goal and
expectation at Red Rock Central is and always has been for 100% graduation rate.
We pride
ourselves in providing the resources and support needed for every student to
graduate and settle for nothing less than 100% graduation rate.
When high
school students transfer into our school below credits of on pace graduation,
we assist and work extensively to help them graduate. Sometimes it takes these students an
additional year to graduate and be college and career ready.
Graduation Rate Trend, All Students |
||
Year |
Graduated % |
Graduated Count |
2009 |
100% |
30 |
2010 |
98% |
42 |
2011 |
97% |
37 |
2012 |
100% |
31 |
2013 |
97% |
37 |
2014 |
100% |
32 |
2015 |
96% |
27 |